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Spring 2010 Workshop for Administrators

March 20 and 21st, 2010 at the

Berkeley Doubletree Marina, Berkeley, California

Critical thinking concepts and tools are the essential core of all well-conceived instruction. They define the ultimate goals of education. Taking ownership of these goals is the crucial first step in educational reform. The second step consists in contextualizing the goals. This entails creating strategies for bringing critical thinking into the teaching of every subject. Accordingly, each of our spring workshops focuses on internalizing and contextualizing critical thinking concepts and principles.

For more than a quarter century, the Foundation and Center for Critical Thinking have been working together to bring about essential change in education through the cultivation of fairminded critical thinking. Each year we offer workshops and conferences to advance this important goal. Our spring workshops provide an opportunity for you to learn or deepen your understanding of the foundations of critical thinking and to contextualize them in your work or teaching. Critical societies are created one person, one teacher, one professor, one administrator at a time.

Our Spring 2010 Workshop features the following session specifically constructed for administrators.
We hope you join us.



Placing a Robust Framework for Critical Thinking At the Heart Of Your Institution’s Mission, Accreditation or Reaccreditation Process… Linda Elder

Critical thinking is not an isolated goal unrelated to other important goals in education. Rather, it is a seminal goal which, done well, simultaneously facilitates a rainbow of other ends. It is best conceived, therefore, as the hub around which all other educational ends cluster. For example, as students learn to think more critically, they become more proficient at historical, scientific, and sociological thinking. They develop skills, abilities, and values critical to success in everyday life. All of this assumes, of course, that those who teach have a solid grounding in critical thinking and in the teaching strategies essential to it.
 
To develop a deep understanding of the foundations of critical thinking involves a long-term approach to learning and applying those foundations. Faculty in a long range professional development program come to recognize explicitly that critical thinking is not just one of many divergent educational aims, but is rather a way of teaching and learning at a high level of effectiveness.  This workshop will thus focus on a substantive, robust framework for critical thinking and how it can be placed at the heart of the institution’s mission, accreditation, or reaccreditation process. A long-term approach to staff development will be emphasized.



Hotel Information     REGISTER ONLINE NOW!

   
Spring 2010 Workshops in Critical Thinking
EVENT COST:  PAID BETWEEN Oct 01 2009 AND Mar 01 20101 Person2-3 people4-6 People7 or More
Spring 2010 Workshop Series (early registration)
$440.00$410.00$380.00$295.00
EVENT COST:  PAID BETWEEN Mar 01 2010 and Mar 21 2010 1 Person2-3 people4-6 People7 or More
Spring 2010 Workshop Series $470.00$440.00$410.00$325.00


 





Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.